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    <subfield code="a">Pfammatter, Ulrich</subfield>
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    <subfield code="a">The Making of the Modern Architect and Engineer: The Origins and Development of a Scientific and Industrially Oriented Education</subfield>
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    <subfield code="a">Basel </subfield>
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    <subfield code="a">Preface p.7, Introduction - The Modern Architect and Engineer: The Development of a
New Tradition p.8, The &#xC9;cole Polytechnique in Paris p.17, The &#xC9;cole Polytechnique - A
Child of the French Revolution The Role of Scholars During the Revolution &#x2022; &amp;quot;An Appeal to
Scholars&amp;quot; p.17,
The Chronicle of a Development The Preparations for an Ecole centrale des travaux
publics &#x2022; Reference to the Thought of the Enlightenment &#x2022; Gaspard Monge - Promoter of
the &#xC9;cole Polylechnique &#x2022; The founding Docu ment &#x2022; Conditions of Admission and the
Allocation of Graduates &#x2022; The Teaching Staff &#x2022; The School Organization The First and
Second School Buildinq &#x2022; Stages in the School&amp;#39;s story p.21,The Making of the
Polytechnical Educational Model Gaspard Monge and the G&#xE9;om&#xE9;trie descriptive &#x2022; The
Educational Concept &#x2022; Organization and Forms of Teaching &#x2022; Utilizing Teaching Materials &#x2022;
Teachers and Students &#x2022; &amp;quot;Le Mod&#xE8;le Poly- technique&amp;quot; p.39, Teaching Principles of
Architectural Engineering at the &#xC9;cole Polytechnique The first Course in Architecture by
Lamblardie and Baltard p.50, Durand&amp;#39;s Polytechnical Principles of Architectural Education

On Durand&amp;#39;s Biography &#x2022; Durand&amp;#39;s Architecture class &#x2022; Laying the Foundations of
Architectural Theory for Education in Architectural Engineering p.53, Durand&amp;#39;s Successor:
Reynaud and Industrial Orientation, Aspects Concerning Architectural Theory &#x2022; Aspects of
Methodology and Teaching p.67, The &amp;quot;Polytechniciens&amp;quot; of the First Hour Students from
Germany &#x2022; Swiss Students &#x2022; French Students of the First Generation 1794-1810 &#x2022; The
Second Generation of Students 1811-1814 &#x2022; Some of Durand&amp;#39;s other Students from
France p.73, Placing the &#xC9;cole Polytechnique in the Context of the Era of Industrialization
in France, The Professionalism and SelfConcept of the Polytechniciens&#x2022; Pioneers of the
Industrial Transitionp.88,The Origins of a Modern Tradition of Education for Architects and
Engineers p.98,The &#xC9;cole Centrale des Arts et Manufactures in Paris,The Establishment
of an Industrial Culture of EducationThe Invention of &amp;quot;Indus trial Sciences&amp;quot; e The &#xC9;cole
Centrale: A Model for the Establishment of Schools in Europe and America p.107,
Architects and Engineers of the First Industrial Revolution in France &amp;quot;Halles centrales&amp;quot;:
The First Major Industrial Site in Paris &#x2022; The Decisive Thrust: Railway Engineering p.107,
Chronicle of the School&amp;#39;s History, The Founding Phase: 1828-1831 &#x2022; The Establishment
Phase: 1831-1836 &#x2022; The Consolidation Phase: 1836-1 840 &#x2022; Apex and Transferal to
Government Control: 1841-1857 p.112, Industrial Sciences&amp;quot; -A Concept of Teaching and
Methodology What Does the &amp;quot;lndustrial Model of Instruction&amp;quot; Entail? &#x2022; School and
Industrial Practice &#x2022; Modern Industrial Courses of Study: The &amp;quot;Mod&#xE8;le Industriel&amp;quot;
p.123,Teaching Architectural Engineering at the &#xC9;cole Centrale amdas Industrial
Orientation provided by Charles-Louis Mary of Architectural Theory Mary&amp;#39;s Textbook
&amp;quot;Cours d&amp;#39;Architecture&amp;quot; &#x2022; Aspects of Teaching and On the History of Instruction in
Architecture &#x2022; Mary s Architecture Course &#x2022; Essential Features Methodology Field and
Vacation Work (&amp;quot;Travaur de vacances&amp;quot;) &#x2022; Placing Mary&amp;#39;s s Architecture Course in the
Context of the Era &#x2022; On the Discipline of Building p.131,The Centraux of the First Two
Generations Camille Polonceau &#x2022; &#xC9;mile Tr&#xE9;lat &#x2022; Emile Muller &#x2022; L&#xE9;on Edoux &#x2022; Gustave
Eiffel&#x2022; Williom, Baron Jenney and the &amp;quot;Chicago School&amp;quot; &#x2022; Armand Moisant &#x2022; Victor
Contamin &#x2022; The Engineor Concrete &#x2022; Engineers of Services and of the Technical
Equipment of Buildings &#x2022; Civil Publ&#x17E; Construction p.150, Placing the Ecole Centrale in the
Context of the EraThe Educational Model and Technological History in the Historical
Context &#x2022; Professionalism and Self-Concept of the Centraux &#x2022; Soci&#xE9;t&#xE9; des Ing&#xE9;nieurs
Civils de France&amp;quot; &#x2022; The Extensir Activities of the Centraux p.198, Color Plates p.208, The
Polytechnical Model in Austria The Polytechnical Institute in Prague &#x2022; The Polytechnical
Institute in Vienna p.209, On the Establishment of a System of Technical Higher Education
in Germany The &amp;quot;Bauakademie&amp;quot; in Berlin The Berlin Gewerbeakademie Plans for a
Polytechnical School in Berlin &#x2022; The K&#xF6;nigliche Technische Hochschule in Berlin Education
and the History of Technology &#x2022; The Polytechnische Schule in Karlsruhe &#x2022; An &amp;quot;Educational
Motor&amp;quot; of the History of Science and Technology &#x2022; The System of Technical Higher
Education and the History of Technology in Germany p.222,The Beginning of Education in
Architecture and Engineering in Switzerland Forerunners of the &amp;quot;Polytechnikum&amp;quot; &#x2022; On the
Events Leading up to the &amp;quot;Eidgen&#xF6;ssische Poly technikum&amp;quot; in Zurich &#x2022; Teaching Program
and the Inauguration of the &amp;quot;Eidgen&#xF6;ssische Poly technikum&amp;quot; &#x2022; The First Teaching Faculty
&#x2022; Preparatory Course and 1855 Inception; The Beginning Phase The &amp;quot;Poly&amp;quot; in the
Industrial Era &#x2022; Semper&amp;#39;s School of Architecture &#x2022; Industrial Building Assignments in
Switzerland of the 19th Century &#x2022; The School of Architecture According to Semper p.239,
American Lines of Tradition: From Shop Culture to School Culture The Beginnings of

American Science &#x2022; The Machine Shop &#x2022; The Beginnings of American Engl neering
Education &#x2022; The First Schools of Engineering &#x2022; Engineering Studies at the Universities &#x2022;
Morrill Land Grant Act of 1 862: Turning Point for School Culture &#x2022; The University
Movemen after 1862 &#x2022; Architects of Modern America and their Education &#x2022; The &amp;quot;Chicago
School of Arcnt tecture&amp;quot; &#x2022; On the Influence of the Ecole des Beaur-Arts on the Education
ofAmerican Architects &#x2022; Conclusion &#x2022; Transatlantic Interaction Europe &#x2013; America
p.265,The Origins of Scientific and Technical Education in Great Britain Lectures on the
Results of the Exhibition of 1851 &amp;quot; &#x2022; &amp;quot;The Journal of Design and Manufactures &#x2022; Mechanic
Institutes On the Education of Architects p.293, Outlook - Perspectives on a Development
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